Search results for: Teacher education curriculum
Page 5/6 57 items
Is This What We Want Them to Say? Examining the Tensions in What U.S. Preservice Teachers Say about Risk and Academic Achievement
This paper examines how a group of preservice teachers—enrolled in a teacher education program that challenges deficit thinking—understand and talk about academic achievement. The article pays particular attention to the extent to which the candidates account for academic achievement and recognize potential academic risk. The author suggests the need to illuminate the complex body of knowledge that informs teacher candidates' understanding, particularly the knowledge deployed in teacher education curriculum.
Updated: Sep. 05, 2010
This paper argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. Finally, the authors suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research.
Updated: Sep. 05, 2010
Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials
The authors argue that teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. In this paper, the authors describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses at a large public university on the east coast. The findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
Updated: Aug. 29, 2010
Pre-service Teachers' Dispositions towards Diversity: Arguing for A Developmental Hierarchy of Change
This paper explores Australian pre-service teachers' beliefs about and attitudes towards diversity. The authors rely on Garmon's argument that there are three dispositional factors that influence students' likelihood of developing multicultural awareness and sensitivity in teacher education programmes. Hence, the authors examine the relationship between such dispositions as exhibited in students' autoethnographic work.
Updated: Aug. 03, 2010
A content analysis of the textbooks used in the Dutch early childhood teacher education shows clear inconsistencies with the intended curriculum. Neither the content standards found in the professional profile for teachers nor the content standards from the educational profile of their training courses are adequately covered in the books.
Updated: Aug. 01, 2010
A “More General Crisis”: Hannah Arendt, World-Alienation, and the Challenges of Teaching for the World As It Is
This article is a philosophical analysis which explores the concept of world estrangement in Arendt’s analysis of the crisis in education. The author explains what Arendt means when she contrasts an education for the world with an education for life. The author also shows how, in light of the deep philosophical and material roots of world-alienation, orienting teachers toward the world and away from a preoccupation with the concerns of “life” will demand a rethinking of the core of the teacher education curriculum.
Updated: May. 25, 2010
In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning.
Updated: Apr. 27, 2010
In this article, the author argues for a reconsideration of the teachers college tradition within teacher ed curriculum. The author’s thesis is that we must return to the teachers college tradition if we expect to flourish as a real profession and contribute to the civic health of our nation. The author will make three points to explain the teachers college tradition. 1) We need a different and better understanding of our past. 2) The future of the teaching profession depends on our repairing our moral foundations. 3) The author wants to demonstrate how the revival of the teaching profession depends on the individual acts we take on our home campuses and within our local communities.
Updated: Mar. 14, 2010
In this paper, the authors argue for making practice the core of teachers’ professional preparation. The authors set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors offer examples of what might be involved in teaching practice. The authors conclude with a discussion of challenges of and resources for the enterprise.
Updated: Mar. 14, 2010
Supporting Preservice Elementary Teachers’ Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials
This study examines the use of educative curriculum materials—materials intended to support both teacher and student learning—to help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice teachers received educative supports highlighting pedagogical principles and rationales for those principles. Implications for science teacher education and curriculum design are discussed.
Updated: Jan. 12, 2010